Maureen A. Bourassa, Peggy H. Cunningham and Jay M. Handelman
This study seeks to investigate the interaction between marketers' strategic behaviors, social norms, and societal stakeholders within a particular historical time period, the…
Abstract
Purpose
This study seeks to investigate the interaction between marketers' strategic behaviors, social norms, and societal stakeholders within a particular historical time period, the 1960s and 1970s.
Design/methodology/approach
The study's findings are based on an analysis of two dominant retail industry trade publications, Chain Store Age and Progressive Grocer.
Findings
The analysis reveals an intriguing array of strategic marketing activity throughout these two decades not captured in considerations of marketing strategy at the time. The retailers examined engaged in two interesting behaviors. First, they responded to a wide range of stakeholder demands in a paradoxical fashion. Second, as retailers were confronted with social norms, instead of conforming to these norms they worked to help influence and shape them to their own advantage. This examination of retailers' behaviors over two decades has allowed the authors to present an intriguing new dimension to the understanding of marketing strategy.
Originality/value
The study found that throughout the 1960s and 1970s, marketers appeared to be actively engaged in a social dialogue. Through this dialogue, they not only responded to norms, but also attempted to shape the norms that came to define legitimate behavior for the marketers. This kind of strategic marketing endeavor was not accounted for in the managerial school of thought that dominated marketing thinking at the time.
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Maureen A. Bourassa, Peggy H. Cunningham and Jay M. Handelman
Philip Kotler is one of the pioneers who has contributed to the broadening of academic inquiry in the field of marketing. He has had a significant role in shaping how marketing is…
Abstract
Purpose
Philip Kotler is one of the pioneers who has contributed to the broadening of academic inquiry in the field of marketing. He has had a significant role in shaping how marketing is taught to and practised by students and managers of marketing. By examining the personal and macroenvironmental influences that have come to shape his work, this paper seeks to explore how Philip Kotler has achieved such influence in the field of marketing.
Design/methodology/approach
The research was driven by a desire to understand the context in which Kotler developed his work, including the personal influences on his life as well as the macroenvironmental forces within which his work has emerged. To this end, the reseaerch employed qualitative techniques to analyze a number of data sources including depth interviews with Philip Kotler and nine of his colleagues, participant observation at Kotler's 75th birthday celebration hosted by the Kellogg School, a review of marketing textbooks, and a review of relevant literature.
Findings
The research reveals the keys to Philip Kotler's success are his ability to learn from the people around him and the events of the times, and his ability to integrate this knowledge into succinct, well‐communicated, timely lessons for others to follow. Kotler's work emerged within a period of time that has witnessed a thrust towards marketing as a science and the rise of the managerial school of thought. Given this context, the significance of Kotler's work is that it has contributed to the legitimacy of the field of marketing as both a rigorous academic discipline and a managerial domain of strategic importance within organizations.
Practical implications
Gaining an understanding of Philip Kotler and his work contributes to our understanding of how the marketing field has been shaped, including the kinds of academic inquiry marketers deem legitimate and the nature of how we teach students to practice marketing management.
Originality/value
Little attention has been paid to the factors that have influenced the work of Philip Kotler and how he has, in turn, come to shape the field of marketing. This research allows the reader to see the man behind the work and the influences on his thinking.
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Peggy Cunningham, Minette E. Drumwright and Kenneth William Foster
The purpose of this paper is to explore the question of why sex harassment persists in organizations for prolonged periods – often as an open secret.
Abstract
Purpose
The purpose of this paper is to explore the question of why sex harassment persists in organizations for prolonged periods – often as an open secret.
Design/methodology/approach
In-depth interviews were conducted with 28 people in diverse organizations experiencing persistent sex harassment. Data were analyzed using standard qualitative methods.
Findings
The overarching finding was that perpetrators were embedded in networks of complicity that were central to explaining the persistence of sex harassment in organizations. By using power and manipulating information, perpetrators built networks that protected them from sanction and enabled their behavior to continue unchecked. Networks of complicity metastasized and caused lasting harm to victims, other employees and the organization as a whole.
Research limitations/implications
The authors used broad, open-ended questions and guided introspection to guard against the tendency to ask for information to confirm their assumptions, and the authors analyzed the data independently to mitigate subjectivity and establish reliability.
Practical implications
To stop persistent sex harassment, not only must perpetrators be removed, but formal and informal ties among network of complicity members must also be weakened or broken, and victims must be integrated into networks of support. Bystanders must be trained and activated to take positive action, and power must be diffused through egalitarian leadership.
Social implications
Understanding the power of networks in enabling perpetrators to persist in their destructive behavior is another step in countering sex harassment.
Originality/value
Social network theory has rarely been used to understand sex harassment or why it persists.
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The primary purpose of this chapter is to provide insight as to why some privately held small-to-medium sized firms (SMEs) have been able to outperform their peers in terms of…
Abstract
Purpose
The primary purpose of this chapter is to provide insight as to why some privately held small-to-medium sized firms (SMEs) have been able to outperform their peers in terms of their performance defined as revenue growth, profit growth, growth in number of employees and markets. Little is known about privately held firms and what drives their performance. The second purpose is to synthesize and provide clarity to the extant literature on rapid-growth SMEs (gazelles). The third purpose is to bring a unifying theoretical lens to the literature.
Methodology
The research was conducted using elite interviews with 47 informants drawn from 21 rapid-growth, private companies. Qualitative methods were used to identify themes related to the strategies used by these firms to outperform their peers over a five-year period.
Findings
The study organizes and summarizes the extant literature on rapid-growth companies, provides support for some findings, and clarifies equivocal findings. It also suggests that early strategic choices made by the owners of private firms along with their attitudes and capabilities positioned the private firms for rapid growth. The Morgan and Hunt (1994) trust–commitment theory of relationship marketing emerged from the data as the model used most often by rapid-growth private firms and the one that best integrates the factors driving private firm performance. A modified, two-stage model appears to be warranted. The first stage focuses on respect for the value employees bring, and building their trust and commitment is an essential first step that subsequently drives the second stage of the model – building customer trust and commitment. While some of the outcomes are similar to those suggested by Morgan and Hunt, new outcomes (collaborative innovation, citizenship behaviors, sustained growth, and premium prices) also emerged as important outcomes in this study.
Practical implications
This study provides owners of private firms with insight on how to build and grow their firms in a rapid and sustainable fashion.
Originality/value
Little research has been undertaken on private firms. This study addresses this knowledge gap. The modified trust–commitment relationship marketing model that emerged from the data had not been utilized to date in the field of rapid-growth firms and it provides an integrating theory that explains the performance of rapid-growth private firms.
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D.G. Brian Jones, Peggy Cunningham, Paula McLean and Stanley Shapiro
The purpose of this paper is to present a biographical sketch of David D. Monieson whose academic career in marketing included time spent at the Wharton School of Business at the…
Abstract
Purpose
The purpose of this paper is to present a biographical sketch of David D. Monieson whose academic career in marketing included time spent at the Wharton School of Business at the University of Pennsylvania, the University of Toronto, and over 30 years at Queen's University. It is focussed on Monieson's contributions to the history and philosophy of marketing thought, especially with respect to what Monieson called “usable knowledge” in marketing.
Design/methodology/approach
This paper uses a traditional historical narrative based on extensive personal interviews with Monieson and with some of his students and colleagues as well as archival research including personal correspondence, course notes, research notes, and other unpublished documents.
Findings
Monieson made important contributions to the thinking about history and philosophy of marketing thought. Some of his ideas, such as the intellectualization and re‐enchantment of marketing, have found a following among marketing academics; others, such as complexity, have not.
Originality/value
There is no published biographical study of Monieson and no detailed analysis of his contributions to marketing thought. This biographical sketch provides insights into several significant marketing ideas and tells the life story of an important marketing scholar.
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Flora Farago, Kay Sanders and Larissa Gaias
This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the…
Abstract
This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.
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Purpose – To explicate how to design a digital internship that encourages both the teacher candidate and the K-12 student to participate in problem-based learning. Framed by the…
Abstract
Structured Abstract
Purpose – To explicate how to design a digital internship that encourages both the teacher candidate and the K-12 student to participate in problem-based learning. Framed by the theories of academic motivation and new literacies, this chapter presents templates to demonstrate how a digital internship can be designed that results in the learning goals of both the students and the teacher candidates being met.
Design – Digital internships provide teacher candidates with the opportunity to teach K-12 students online, observe licensed teachers design and employ lessons, and analyze this pedagogical learning space, yet education preparation programs (EPPs) fail to harness this rich learning experience. This chapter makes a case for why EPPs benefit from participating in digital internships, how they can become involved, and results from this learning experience.
Findings – Findings from digital internship research studies indicate that despite frustrations, online mentoring opportunities give teacher candidates a chance to reflect on the work needed to create relationships necessary to instruct effectively. Through them, candidates can also develop dispositions of new literacies and bridge theory and practice in EPPs. Furthermore, digital internships may serve to empower teacher candidates and support them in being successful in teacher preparation coursework.
Practical Implications – Digital internships contribute to best practices in teaching digital literacies by providing examples of how EPPs can design curriculum that situates teacher candidates to observe pedagogy in online environments. These internships provide candidates the opportunity to mentor K-12 students in these spaces and provide teacher candidates time to process how they can best motivate students and give specific feedback to encourage learning. Furthermore, digital internships can include primary resources to enrich units of instruction across content areas and grade levels.
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Bridget Dalton and Kirsten Musetti
Purpose – The purpose is to expand multimodal composition frameworks and practices to include tactile design and use of maker technologies, situated in a larger context of…
Abstract
Purpose – The purpose is to expand multimodal composition frameworks and practices to include tactile design and use of maker technologies, situated in a larger context of designing for equity and increasing access to picture books for children with visual impairments.
Design – As part of the Build a Better Book project, we designed workshops to engage students in composing tactile books enhanced with sound and Braille for young children with visual impairments. Education undergraduates in a children’s literature class crafted tactile retellings over a 2-session workshop, and high school students in an ELA class designed and fabricated 3D printed tactile books over several weeks.
Findings – Both pre-service candidates and high school students developed awareness of the importance of inclusive, equity-oriented design of picture books, and especially for children with visual impairments. They collaborated in teams, developing design skills manipulating texture, shape, size and spatial arrangement to express their tactile retellings and enhanced meaning with sound. The high school students had more opportunity to build technical and computational thinking through their use of Makey Makey, Scratch, and TinkerCad.
Practical Implications – Multimodal composition and making can be effectively integrated into pre-service candidates’ literacy education, as well as high school English Language Arts, to develop multimodal communication and inclusive design skills and values. Success depends on interdisciplinary expertise (e.g., children’s books, tactile design, making technologies, etc.), and sufficient access to physical and digital materials and tools.
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Emmanuel Raufflet and Johannes Lohmeyer
International business, Strategic management
Abstract
Subject area
International business, Strategic management
Study level/applicability
BA and MA; courses: International business, Management courses with special focus on emerging and developing countries, Intercultural management, Strategic management.
Case overview
Freetown, Sierra Leone, West Africa, June 2013 – Representatives of the London Mining Corporation and Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH were discussing the details about the official launch of the From Mines to Minds project. The From Mines to Minds project consisted of two components technical, vocational and educational training at St. Joseph's and functional adult literacy for people who could not benefit from the upgrade of St. Joseph's in 17 communities around the mine site. Each of them had committed 200,000 euros to the project. While the mining company favored an early launch due to internal and external pressures, the development agency evaluated that they needed to have a consolidated program before advertising it locally and nationally. This joint decision on the official launch revealed more structural issues in the “fit” between these two organizations in this cross-sectoral partnership designed to contribute to local and national sustainable development.
Expected learning outcomes
The purpose of the case is twofold. The first aim is to introduce students/participants to the challenges that arise when entering into a cross-sectoral partnership with another organization in a development project. The second aim is to expose students to the operational, business and strategic challenges related to operating in the volatile local and national context of a least developed economy.
Supplementary materials
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